Assessor Resource

CHCLAH007
Conduct a program for children and young people with special needs

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to undertake planning, coordination implementation and evaluation of programs for children and/or young people with special needs.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services. Work is undertaken with minimal supervision within broad but generally well-defined guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan and prepare a program and/or activity

1.1 Apply currently accepted practices to planning and design of specific programs to meet individual needs

1.2 Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records

1.3 Identify planned outcomes for the child and/or young person, including key milestones and targets

1.4 Research programs to assist in planning to meet developmental needs of child and/or young person with special needs

1.5 Identify relevant support services that are required

1.6 Develop and document an individual program in consultation with child and/or young person and their carers

1.7 Identify options for addressing non participation and non achievement of outcomes

2. Establish operational arrangements

2.1 Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement

2.2 Determine range of activities to be utilised in program according to the needs of child and/or young person

2.3 Identify additional support requirements of child and/or young person

2.4 Identify special resources required for the program and source prior to program commencement

3. Establish effective communication

3.1 Provide instructions in a communication style suitable to the child and/or young person

3.2 Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers

3.3 Enlist specialist communication support where it is required

3.4 Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person

4. Conduct the program

4.1 Apply current accepted practices to delivery of specific programs in accordance with role and service requirements

4.2 Conduct appropriate activities within program to suit abilities of individuals and/or group

4.3 Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs

4.4 Assist with provision and use of aids, including modification, as appropriate

4.5 Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements

4.6 Follow organisation procedures for collection of equipment and check for damage and/or wear

5. Evaluate the effectiveness of the program

5.1 Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person

5.2 Seek feedback from child and/or young person and their carer about value of and responses to specific activity

5.3 Implement processes to monitor participation and progress of child and/or young person

5.4 Modify program based on findings to ensure the individual’s needs continue to be met

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan and prepare a program and/or activity

1.1 Apply currently accepted practices to planning and design of specific programs to meet individual needs

1.2 Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records

1.3 Identify planned outcomes for the child and/or young person, including key milestones and targets

1.4 Research programs to assist in planning to meet developmental needs of child and/or young person with special needs

1.5 Identify relevant support services that are required

1.6 Develop and document an individual program in consultation with child and/or young person and their carers

1.7 Identify options for addressing non participation and non achievement of outcomes

2. Establish operational arrangements

2.1 Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement

2.2 Determine range of activities to be utilised in program according to the needs of child and/or young person

2.3 Identify additional support requirements of child and/or young person

2.4 Identify special resources required for the program and source prior to program commencement

3. Establish effective communication

3.1 Provide instructions in a communication style suitable to the child and/or young person

3.2 Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers

3.3 Enlist specialist communication support where it is required

3.4 Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person

4. Conduct the program

4.1 Apply current accepted practices to delivery of specific programs in accordance with role and service requirements

4.2 Conduct appropriate activities within program to suit abilities of individuals and/or group

4.3 Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs

4.4 Assist with provision and use of aids, including modification, as appropriate

4.5 Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements

4.6 Follow organisation procedures for collection of equipment and check for damage and/or wear

5. Evaluate the effectiveness of the program

5.1 Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person

5.2 Seek feedback from child and/or young person and their carer about value of and responses to specific activity

5.3 Implement processes to monitor participation and progress of child and/or young person

5.4 Modify program based on findings to ensure the individual’s needs continue to be met

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Apply currently accepted practices to planning and design of specific programs to meet individual needs 
Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records 
Identify planned outcomes for the child and/or young person, including key milestones and targets 
Research programs to assist in planning to meet developmental needs of child and/or young person with special needs 
Identify relevant support services that are required 
Develop and document an individual program in consultation with child and/or young person and their carers 
Identify options for addressing non participation and non achievement of outcomes 
Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement 
Determine range of activities to be utilised in program according to the needs of child and/or young person 
Identify additional support requirements of child and/or young person 
Identify special resources required for the program and source prior to program commencement 
Provide instructions in a communication style suitable to the child and/or young person 
Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers 
Enlist specialist communication support where it is required 
Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person 
Apply current accepted practices to delivery of specific programs in accordance with role and service requirements 
Conduct appropriate activities within program to suit abilities of individuals and/or group 
Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs 
Assist with provision and use of aids, including modification, as appropriate 
Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements 
Follow organisation procedures for collection of equipment and check for damage and/or wear 
Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person 
Seek feedback from child and/or young person and their carer about value of and responses to specific activity 
Implement processes to monitor participation and progress of child and/or young person 
Modify program based on findings to ensure the individual’s needs continue to be met 

Forms

Assessment Cover Sheet

CHCLAH007 - Conduct a program for children and young people with special needs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCLAH007 - Conduct a program for children and young people with special needs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: